title: Learning in a problem-based medical curriculum: students' conceptions.
abstract: The purpose of this study was to examine students' conception of their learning in a problem-based learning medical curriculum. A multiple case study design was used with two units of analyses: two PBL lab groups; and 15 individual students within each lab group. Data collected included weekly journals by students, video-tapes of PBL sessions, focus group interviews with students, two open-ended questionnaires completed by students, and interviews with the PBL tutors. Three thematic categories of students' conceptions of their learning emerged: (1) awareness of PBL goals and expectations; (2) efficiency and expertise; and (3) the role of the tutor.
authors.affiliation: School of Medicine, University of Missouri-Columbia 65211, USA.
authors.forename: J A
authors.initials: JA
authors.lastname: Caplow
authors.forename: J F
authors.initials: JF
authors.lastname: Donaldson
authors.forename: C
authors.initials: C
authors.lastname: Kardash
authors.forename: M
authors.initials: M
authors.lastname: Hosokawa
mesh_terms: D001290:Attitude; D001364:Awareness; D003258:Consumer Behavior; D005069:Evaluation Studies as Topic; D006801:Humans; D018794:Problem-Based Learning; D013337:Students, Medical / Q000523:psychology; D013663:Teaching